The Activity Structure of Lesson Segments

Burns, Robert B.; Anderson, Lorin W.

doi:10.2307/1179376

Cited by 9 publications

(3 citation statements)

References 31 publications

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“…Equally, while new technologies broaden the range of tools and resources available to support school mathematics, they present the challenge of building a coherent resource system (Amarel, 1983) of compatible elements that function in a complementary manner and which participants are capable of using effectively. Likewise, innovation may call for adaptation of the established repertoire of activity formats that frame the action and interaction of participants during particular types of classroom episode (Burns & Anderson, 1987;Burns & Lash, 1986), and combine to create prototypical activity structures or cycles for particular styles of lesson (Monaghan, 2004). Moreover, incorporating new tools and resources into lessons requires teachers to develop their curriculum script for a mathematical topic.…”

Section: A Practitioner Model Of the Contribution Of Technology Use Tmentioning

confidence: 99%

Using graphing software to teach about algebraic forms: a study of technology-supported practice in secondary-school mathematics

2009

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From preliminary analysis of teacher-nominated examples of successful technologysupported practice in secondary-school mathematics, the use of graphing software to teach about algebraic forms was identified as being an important archetype. Employing evidence from lesson observation and teacher interview, such practice was investigated in greater depth through case study of two teachers each teaching two lessons of this type. The practitioner model developed in earlier research (Ruthven & Hennessy, Educational Studies in Mathematics 49(1):47-88, 2002; Micromath 19 (2):20-24, 2003) provided a framework for synthesising teacher thinking about the contribution of graphing software. Further analysis highlighted the crucial part played by teacher prestructuring and shaping of technology-andtask-mediated student activity in realising the ideals of the practitioner model. Although teachers consider graphing software very accessible, successful classroom use still depends on their inducting students into using it for mathematical purposes, providing suitably prestructured lesson tasks, prompting strategic use of the software by students and supporting mathematical interpretation of the results. Accordingly, this study has illustrated how, in the course of appropriating the technology, teachers adapt their classroom practice and develop their craft knowledge: particularly by establishing a coherent resource system that effectively incorporates the software; by adapting activity formats to exploit new interactive possibilities; by extending curriculum scripts to provide for proactive structuring and responsive shaping of activity; and by reworking lesson agendas to take advantage of the new time economy.

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Section: A Practitioner Model Of the Contribution Of Technology Use Tmentioning

confidence: 99%

Using graphing software to teach about algebraic forms: a study of technology-supported practice in secondary-school mathematics

2009

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“…Drawing from prior research on teaching in general and on early studies of technology integration, the framework identifies five structuring features of classroom practice, which bear crucially on incorporation of technology within classroom practice. These are working environment (e.g., Horne-Martin, 2002;Rivlin & Weinstein, 1984), resource system (e.g., Cohen, Raudenbush, & Ball, 2002), activity format (e.g., Burns & Anderson, 1987), curriculum script (e.g., Leinhardt, Putnam, Stein, & Baxter, 1991;Putnam, 1987) and time economy (e.g., Assude, 2005). These key structuring features of classroom teaching indicate the corresponding aspects of professional reasoning and craft knowledge that teachers must develop in order to successfully incorporate new technologies (see Table 1).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Classroom-based professional expertise: a mathematics teacher’s practice with technology

Bozkurt

Ruthven

2016

Educ Stud Math

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This study examines the classroom practice and craft knowledge underpinning one teacher's integration of the use of GeoGebra software into mathematics teaching. The chosen teacher worked in an English secondary school and was professionally well regarded as an accomplished user of digital technology in mathematics teaching. Designed in accordance with the Structuring Features of Classroom Practice framework (Ruthven, 2009), the study triangulates evidence from lesson observations and post-lesson interviews to analyse how this teacher's classroom practice and professional knowledge support the integration of technology. This analysis shows how the teacher managed a number of aspects of classroom teaching related to using GeoGebra such as including technology-mediated tasks aligned with his pedagogical goals, preparing his students to use the technology efficiently, adapting formats for classroom activity and extending his curriculum scripts for the topics studied.

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“…Classroom activity is organised around formats for action and interaction which frame the contributions of teacher and students to particular lesson segments (Burns & Anderson, 1987;Burns & Lash, 1986). The crafting of lessons around familiar activity formats and their supporting classroom routines helps to make them flow smoothly in a focused, predictable and fluid way (Leinhardt, Weidman & Hammond, 1987).…”

Section: Activity Formatmentioning

confidence: 99%

Towards a Naturalistic Conceptualisation of Technology Integration in Classroom Practice: the example of school mathematics

Ruthven¹

2009

educationdidactique

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The Activity Structure of Lesson Segments

Cited by 9 publications

References 31 publications

Using graphing software to teach about algebraic forms: a study of technology-supported practice in secondary-school mathematics

Using graphing software to teach about algebraic forms: a study of technology-supported practice in secondary-school mathematics

Classroom-based professional expertise: a mathematics teacher’s practice with technology

Towards a Naturalistic Conceptualisation of Technology Integration in Classroom Practice: the example of school mathematics

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